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Crossing the Digital Divide: Race, Writing and Technology in the Classroom


reviewed by Thomas Andrew — 2005

coverTitle: Crossing the Digital Divide: Race, Writing and Technology in the Classroom
Author(s): Barbara Monroe
Publisher: Teachers College Press, New York
ISBN: 080774462X, Pages: 154, Year: 2004
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As its title suggests, Barbara Monroe’s Crossing the Digital Divide: Race, Writing and Technology in the Classroom itself bridges divides between several subjects and disciplinary frameworks of interest to educators. Although it situates its discussion in a society marked by differences in access to information and communication technologies (ICTs), Monroe ’s book is predominantly concerned with issues of teaching English in low-income and multi-ethnic settings. She writes for English teachers and qualitative sociolinguists first, and for instructional technologists and policy makers second. The book is structured around three case studies, but before describing the cases, Monroe dissects some of the dominant discourse of the digital divide. By interpreting the subtext of the reports published by the National Telecommunications and Information Administration (NTIA) in the late 1990s, Monroe argues that the most common conceptualization of this disparity was as a policy problem, to be viewed from a macro perspective. This approach was driven by a motivation on the part of national policy makers to make access to ICTs universal in order... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 2, 2005, p. 339-342
http://www.tcrecord.org ID Number: 11380, Date Accessed: 10/23/2017 2:04:01 AM

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